top of page
Between 2008 and 2018, the concern of mental health needs and emotional problems to K-8 principals shifted from out of the top 10 to #1 & #2

(National Association of Elementary School Principals, 2018)

Youth mental health   is a topic we need to address.

It's prominent.
It's on the rise.
Mental illness by the numbers:
Children with diagnosed depression:
3.2% of children ages 3-17
=
~ 1.9 million
Children with diagnosed anxiety:
7.1% of children ages 3-17
=
~ 4.4
million

(Ghandour et al., 2019)

The percentage of adolescents aged 12-17 who experienced a major depressive episode within the last year increased from 8.7% in 2005 to 13.2% in 2017.

(Twenge et al., 2019)

The percentage of children aged 6-17
identified as ever having been diagnosed with anxiety or depression increased from 5.4% in 2003 to 8.4% in 2012.  

(Bitsko et al., 2018)

imageedit_1_2045677511.png

What role does early childhood play in all of this?

Mental and emotional health begins developing at a very young age. The years of early childhood provide a time for learning skills that are foundational to having good mental health. Research has shown that there is a connection between a lack of competency in social-emotional skills and mental health problems.
Examples of social and emotional skills:​
  • ​Self-awareness
  • Coping skills
  • ​Self-regulation
  • Mindfulness
  • Decision-making
  • Social awareness
  • Identifying and managing emotions
  • Relaxation techniques
  • Making and maintaining peer relationships
  • Adaptability
Providing opportunities to develop and practice these skills at a young age can have a positive impact on mental health as children grow. Research indicates that children who are mentally healthy tend to be happier, show greater motivation to learn, have a more positive attitude toward school, more eagerly participate in class activities, and demonstrate higher academic performance than peers with poorer mental health. If we want to help all children reach their full potential, promoting the development of good mental health is a key piece of the puzzle.

Balow, C. (2018). Social-Emotional Learning vs. Mental Health: What’s the Difference?. [Blog] Illuminate. Available at: https://www.illuminateed.com/blog/2018/10/social-emotional-learning-vs-mental-health-whats-the-difference/ [Accessed 17 Oct. 2019].

 

Bitsko, R. H., Holbrook, J. R., Ghandour, R. M., Blumberg, S. J., Visser, S. N., Perou, R. T., & Walkup, J. (2018). Epidemiology and Impact of Health Care Provider–Diagnosed Anxiety and Depression Among US Children. Journal of Developmental & Behavioral Pediatrics, 39(5), 395-403.

 

Bray, B. (2018). The therapy behind play therapy: What makes play therapy so effective--and different from many other counseling methods--is that it places clients in the driver’s seat. American Counseling Association, 61(3), 18-25. Retrieved from EBSCOhost database.

​

Committee for Children (2015). Promoting Mental Health Through SEL. [Blog] Committee for Children Blog. Available at: https://www.cfchildren.org/blog/2015/01/promoting-mental-health-through-sel/ [Accessed 17 Oct. 2019].

 

Ewing, D. L., Monsen, J. J., & Kwoka, M. (2014). Behavioural and emotional well-being of children following non-directive play with school staff. Educational Psychology in Practice, 30(2), 192-203. Retrieved from EBSCOhost database.

 

Ghandour, R., Sherman, L., Vladutiu, C., Ali, M., Lynch, S., Bitsko, R., & Blumberg, S. (2019). Prevalence and Treatment of Depression, Anxiety, and Conduct Problems in US Children. The Journal of Pediatrics, 206, 256-267.

 

Gray, P. (2011). The Decline of Play and the Rise of Psychopathology in Children and Adolescents. American Journal of Play, 3(4), 443-463.

 

Hewes, J. (2014). Seeking Balance in Motion: The Role of Spontaneous Free Play in Promoting Social and Emotional Health in Early Childhood Care and Education. Children, 1(3), 280-301.

 

Meagher, S., Arnold, D., Doctoroff, G., Dobbs, J., & Fisher, P. (2009). Social-Emotional Problems in Early Childhood and the Development of Depressive Symptoms in School-Age Children. Early Education & Development, 20(1), 1–24. 

 

National Association of Elementary School Principals (2018). The Pre-K-8 School Leader in 2018: A 10-Year Study. [online] National Association of Elementary School Principals, p.84. Available at: https://www.naesp.org/sites/default/files/NAESP%2010-YEAR%20REPORT_2018.pdf [Accessed 17 Oct. 2019].

 

Promoting Young Children's Social Emotional Health. (n.d.). Retrieved November 11, 2019, from https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health.

 

Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education And Development, 28(3), 274-289.

 

The Case of Brain Science and Guided Play: A ... - NAEYC. (n.d.). Retrieved from https://www.naeyc.org/resources/pubs/yc/may2017/case-brain-science-guided-play. 

 

The Decline of Play and Rise in Children's Mental Disorders. (n.d.). Retrieved from https://www.psychologytoday.com/us/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders. 

 

Twenge, J., Cooper, A., Joiner, T., Duffy, M., & Binau, S. (2019). Age, Period, and Cohort Trends in Mood Disorder Indicators and Suicide-Related Outcomes in a Nationally Representative Dataset, 2005–2017. Journal of Abnormal Psychology, 128(3), 185-199.

 

Whitebread, D. (2017). Free play and children's mental health. The Lancet. Child & Adolescent Health, 1(3), 167-169. 

bottom of page